The new English K–10 Syllabus includes agreed Australian curriculum content and content that clarifies learning for English from Kindergarten to Year 10. The stage statements for Early Stage 1 to Stage 5 reflect the intent of the Australian curriculum achievement standards.

Implementation

The Australian curriculum is being implemented in New South Wales through new syllabuses developed by the Board of Studies for English, Mathematics, Science, and History. The new English K–10 Syllabus will replace the current English K–6 Syllabus and English Years 7–10 Syllabus.

In K–6 the syllabuses are designed to be taught within the Board's recommended percentages of time for each key learning area in a typical school week. In Years 7–10 they are designed to be taught within the existing NSW indicative time requirements.

The Department of Education and Communities, the Catholic Education Commission, the Association of Independent Schools, and other school systems and professional associations will assist and support the ongoing implementation of the syllabuses.

Kindergarten – Year 6

2011–2012

Syllabus and support material developed by December 2012

Sectors plan implementation support

2013

Familiarisation and planning

2014

English – start teaching

Mathematics – optional to start teaching

Science and Technology – optional to start teaching

2015

Mathematics – start teaching

Science and Technology – start teaching

History – optional to start teaching

2016

History – start teaching

Years 7–10

2011–2012

Syllabus and support material developed by December 2012

Sectors plan implementation support

2013

Familiarisation and planning

2014

Years 7 and 9: English, Mathematics, Science and History – start teaching

2015

Years 8 and 10: English, Mathematics, Science and History – start teaching

NSW Syllabuses

The syllabuses identify the knowledge, understanding, skills, values and attitudes students are expected to develop at each stage, from Kindergarten to Year 10. Teachers will continue to have the flexibility to make decisions about the sequence of learning, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests and abilities of their students.

The structure and many of the features of the current English syllabuses have been retained, including:

What is new?

Foundation statements are replaced by stage statements that summarise the knowledge, understanding, skills, values and attitudes that students develop as they achieve the outcomes in K–6.

Learning across the curriculum areas include cross-curriculum priorities, general capabilities and other important learning for all students. These 13 areas are incorporated in the content of each syllabus and identified by icons. Teachers may identify additional opportunities for students to learn about these areas.

There is a hyperlinked subject-specific glossary for the English K–10 Syllabus.

Kindergarten – Year 6

SIMILARITIES

be actively engaged in the development of skills through speaking, listening, reading, writing, viewing and representing

engage with a variety of different types of texts for different purposes and different audiences

acquire skills of English as an EAL student through explicit teaching and links to the ESL scales

develop the range of skills required to be literate through explicit teaching, a clear continuum of learning and using a variety of strategies.

DIFFERENCES

An increased emphasis on the teaching of literature through clearly defined content and text requirements.

Content is reorganised in a K–10 continuum, which clearly defines processes and skill development. This includes the explicit teaching of contextual knowledge, comprehension, and thinking and reflecting skills and processes.

The K–10 continuum has been developed to demonstrate a clear pathway of learning in English.

The text requirements include experience of contexts, such as intercultural experiences, Aboriginal histories and cultures, Asian perspectives and environmental sustainability.

Kindergarten – Year 6

Years 7–10

For some students with special education needs, particularly those with an intellectual disability, Life Skills outcomes and content can provide a relevant and meaningful program. Related Life Skills outcomes are included with the Stage 4 and Stage 5 content.

Board of Studies support

Many existing resources will continue to be useful and relevant. Current units can be modified to meet the requirements of the new syllabus, and some existing units will form the basis of effective programs.